TCH 347 Social Studies Methods Group Microteaching Lesson Plan Aligned with PASS Lesson Model and Integrated with Technology
1. Lesson Info Members: Nicole Brady, Keri Bechtel, Benjamin Newhard, Amber Shindledecker, Brittney Watson, Kayla Wingert Coordinator: Benjamin NewhardLesson Topic: World War II (European Campaign) Subject Area: HistoryGrade Level: 5-6Time: One to two weeks 2. Pennsylvania Standards: 8.3.3.A: Identify and describe the social, political, cultural, and economic contributions of individuals and groups in United States history. 8.3.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places critical to United States history.
3. NCSS Standards People, Places, and Environment Individuals, Groups, and Institutions Production, Distribution, and Consumption Civic Ideals and Practices
4. Essential Questions What were the main battles Allied Battles fought in the European Front of World War II? How did these battles affect the outcome of the European Campaign of World Word II?
5. Learning Objectives
After this unit, students will understand the 7 main battles of the European
Theater in World War II (Invasion of Poland, Battle of France, Battle of Moscow, Battle of Britain, Battle of Stalingrad, Normandy Campaign, Battle of the Bulge, and Battle for Berlin), and how these battles had a positive or negative impact in the victory of the European Campaign during World War II.
2. Students will learn the knowledge about the locations and dates of the main battles to help them understand the progress of the Allied Army across Europe.
Students will create and color visual maps to demonstrate where the locations of the main battles were in reference to the Axis Forces spread across Europe.
6. Concepts and Vocabulary: Allied Forces, Axis Forces, D-Day, Invasion, Blitzkrieg, Battle of the Bulge, Battle of Britain, Battle of Berlin, Battle of Stalingrad
7. Materials Children’s book: World War II: Fighting for Freedom, by Peter Chrisp; Children’s book: Butterfly, by Patricia Palacco; Photos of World War II: http://www.ww2incolor.com/
Other Materials include World War II artifacts such as a helmet, and haversack *Students will be able to try on these artifacts to get a general idea of what the soldiers wore and dealt with on a daily basis throughout the war.
8. Instruction Activity Engaging Activity
The World War II artifacts (Helmet, Haversack) will be shown to the class. Brief information about these items will be provided. A student will be chosen at random and be allowed to try on the two items in attempts to demonstrate what the soldiers wore on a daily basis.
Following Warm Up Activity
Ask students --When did World War II Occur? Who was involved? Who won? Let students answer questions by raising their hands. When a student gives an answer, write it on the Smart Board/ Chalk Board. After the students have given answers, you will now have a list of ideas brainstormed by the students.
Ask students: --Why did World War II occur? Or what caused the Allied forces to declare war on Adolf Hitler and the Nazi’s? Ex: Who can tell me what caused the Allied Invasion of World War II? Why did the Allied forces decide to declare war on Germany after Japan?
This is a question for higher order thinking. They need to under the casual relations between a natural disaster and the factors that cause it. This learning objective is prepared for higher grades 5-6. Lower grades will ignore this part.
One of the engaging methods is to have students conduct research on the Internet to find out the major causes, as well as the main battles of World War II (European Campaign). Teaching content with technology
Specifically referencing the Battle of the Bulge, students will watch a brief video and answer follow up questions that demonstrate the students’ comprehension level.
Ask students: --What were the 4 objectives in Hitler's plan? --What were some of the tricks the Germans used prior to the attack? --What is the Battle of the Bulge remembered as?
Discuss responses to the questions: --Attack from center to split American forces and limit supplies, Attack from southern point to create a bumper zone to prevent Americans from attacking, Capture supplies from the Allied army, Be on reserve to counter any Allied attacks. --English speaking Germans dressed as American Soldiers. Change road signs, cut telephone lines to create confusion. --The largest battle in World War II.
9. Assessment Before the assessment begins, students have the ability to use another resource that summarizes the whole World War II, and share new insightful information about the battles fought and people involved: http://www.teachervision.fen.com/world-war-2/teacher-resources/6680.html
As a culminating assessment, students will take the various quizzes, specifically quiz # 3 and 4 that helps test what they have learned throughout this lesson: http://www.neok12.com/World-War-II.htm
Performance Assessment:
For performance assessment students will create a visual mobile that shows people who were involved in World War II or that describes important battles.
An alternate performance assessment allows the students to write an essay that focuses on any of the following questions listed below:
1. Compare the roles of Germany and Japan during World War II. Were their aggressions fundamentally similar or fundamentally different? 2. Discuss the issues surrounding the United States’ decision to use atomic bombs against Japan. What motives were behind this action, and what arguments have been made against it? 3. Briefly explain the first turning point in the Battle of Britain?
*End of the Unit Assessment:
Students will be broken off into seven different groups and conduct a research on any one of the seven main battles of the European Campaign during World War II. They will identify the date and location of the battle, as well as the specific powers involved (Allied vs. Axis). Students will also describe the damages in terms of human casualty to both sides who were fighting the battle. Describe the battles impact on the war, and would have happened if the battle’s outcome had changed, or how it would have affected the war differently. Finally, compare World War II to those of other modern day conflicts listing similarities and differences.
Group Microteaching Lesson Plan
Aligned with PASS Lesson Model and Integrated with Technology
1. Lesson Info
Members: Nicole Brady, Keri Bechtel, Benjamin Newhard, Amber Shindledecker, Brittney Watson, Kayla Wingert
Coordinator: Benjamin NewhardLesson Topic: World War II (European Campaign) Subject Area: HistoryGrade Level: 5-6Time: One to two weeks
2. Pennsylvania Standards:
8.3.3.A: Identify and describe the social, political, cultural, and economic contributions
of individuals and groups in United States history.
8.3.5.B: Illustrate concepts and knowledge of historical documents, artifacts, and places
critical to United States history.
3. NCSS Standards
People, Places, and Environment
Individuals, Groups, and Institutions
Production, Distribution, and Consumption
Civic Ideals and Practices
4. Essential Questions
What were the main battles Allied Battles fought in the European Front of World War II? How did these battles affect the outcome of the European Campaign of World Word II?
5. Learning Objectives
- After this unit, students will understand the 7 main battles of the European
Theater in World War II (Invasion of Poland, Battle of France, Battle of Moscow,Battle of Britain, Battle of Stalingrad, Normandy Campaign, Battle of the Bulge, and
Battle for Berlin), and how these battles had a positive or negative impact in the victory of the European Campaign during World War II.
2. Students will learn the knowledge about the locations and dates of the main battles to
help them understand the progress of the Allied Army across Europe.
6. Concepts and Vocabulary: Allied Forces, Axis Forces, D-Day, Invasion, Blitzkrieg, Battle of the Bulge, Battle of Britain, Battle of Berlin, Battle of Stalingrad
7. Materials
Children’s book: World War II: Fighting for Freedom, by Peter Chrisp;
Children’s book: Butterfly, by Patricia Palacco;
Photos of World War II: http://www.ww2incolor.com/
Other Materials include World War II artifacts such as a helmet, and haversack
*Students will be able to try on these artifacts to get a general idea of what the soldiers wore and dealt with on a daily basis throughout the war.
8. Instruction Activity
Engaging Activity
The World War II artifacts (Helmet, Haversack) will be shown to the class. Brief information about these items will be provided. A student will be chosen at random and be allowed to try on the two items in attempts to demonstrate what the soldiers wore on a daily basis.
Following Warm Up Activity
Ask students
--When did World War II Occur? Who was involved? Who won?
Let students answer questions by raising their hands. When a student gives an answer, write it on the Smart Board/ Chalk Board. After the students have given answers, you will now have a list of ideas brainstormed by the students.
Engaging learner with technology
Videos:
http://www.youtube.com/watch?v=uPU4p7UQOtU
http://www.youtube.com/watch?v=48t7h-LKNfU&feature=related
http://www.youtube.com/watch?v=PSyTV2gKWOE&feature=related
http://www.youtube.com/watch?v=IpDQz_iwPtY&feature=related
http://www.youtube.com/watch?v=ARuTrb-d4lE&feature=related
Ask students:
--Why did World War II occur? Or what caused the Allied forces to declare war on Adolf Hitler and the Nazi’s?
Ex: Who can tell me what caused the Allied Invasion of World War II? Why did the Allied forces decide to declare war on Germany after Japan?
This is a question for higher order thinking. They need to under the casual relations between a natural disaster and the factors that cause it. This learning objective is prepared for higher grades 5-6. Lower grades will ignore this part.
One of the engaging methods is to have students conduct research on the Internet to find out the major causes, as well as the main battles of World War II (European Campaign).
Teaching content with technology
Specifically referencing the Battle of the Bulge, students will watch a brief video and answer follow up questions that demonstrate the students’ comprehension level.
http://www.teachertube.com/viewVideo.php?title=Battle_of_the_Bulge&video_id=77196
Ask students:
--What were the 4 objectives in Hitler's plan?
--What were some of the tricks the Germans used prior to the attack?
--What is the Battle of the Bulge remembered as?
Discuss responses to the questions:
--Attack from center to split American forces and limit supplies, Attack from southern point to create a bumper zone to prevent Americans from attacking, Capture supplies from the Allied army, Be on reserve to counter any Allied attacks.
--English speaking Germans dressed as American Soldiers. Change road signs, cut telephone lines to create confusion.
--The largest battle in World War II.
9. Assessment
Before the assessment begins, students have the ability to use another resource that summarizes the whole World War II, and share new insightful information about the battles fought and people involved:
http://www.teachervision.fen.com/world-war-2/teacher-resources/6680.html
Students will play games, and take various quizzes based on the material they have learned through previous sites and resources at this site:http://free-proficiency-test-prep-games.blogspot.com/2010/07/world-war-ii-fun-and-educational-energy.html
*In addition, students will also be able to complete a crossword puzzle that reflects the material learned in class, which is attached at the end of this lesson.*
As a culminating assessment, students will take the various quizzes, specifically quiz # 3 and 4 that helps test what they have learned throughout this lesson: http://www.neok12.com/World-War-II.htm
Performance Assessment:
For performance assessment students will create a visual mobile that shows people who were involved in World War II or that describes important battles.
An alternate performance assessment allows the students to write an essay that focuses on any of the following questions listed below:
1. Compare the roles of Germany and Japan during World War II. Were their aggressions fundamentally similar or fundamentally different?
2. Discuss the issues surrounding the United States’ decision to use atomic bombs against Japan. What motives were behind this action, and what arguments have been made against it?
3. Briefly explain the first turning point in the Battle of Britain?
*End of the Unit Assessment:
Students will be broken off into seven different groups and conduct a research on any one of the seven main battles of the European Campaign during World War II. They will identify the date and location of the battle, as well as the specific powers involved (Allied vs. Axis). Students will also describe the damages in terms of human casualty to both sides who were fighting the battle. Describe the battles impact on the war, and would have happened if the battle’s outcome had changed, or how it would have affected the war differently. Finally, compare World War II to those of other modern day conflicts listing similarities and differences.